Scientific writing development: Improve DNP student skill and writing efficiency

Abstract

BACKGROUND: Doctor of Nursing Practice (DNP) students lack sufficient opportunities to practice writing. Students and faculty require clear expectations and consistent feedback to improve skills. OBJECTIVE: This study evaluated a rubric-driven scientific writing development program. DESIGN: A mixed methods design was used. SETTING: The study was conducted in a post-Master's DNP Program. PARTICIPANTS: The sample included DNP students and faculty. METHODS: The intervention was delivered to 10 students and writing proficiency was assessed over five semesters. Overall doctoral project quality and rigor were assessed at the end of the program and compared to a similar group of students (n = 20). Seven faculty and eight students participated in qualitative interviews. RESULTS: Performance improved from Semesters 1 to 5; and though quality and rigor did not differ, the intervention group's final papers were more efficiently written with approximately 17 fewer pages and an average review time of eight fewer minutes than the comparison group. Participants identified the rubric, feedback, and scaffolding as helpful program components. CONCLUSIONS: Scientific writing development is essential to DNP education. The intervention improved skill performance and writing efficiency.

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